V AI AVA TRAINING & EDUCATION

Course Material

STUDENTS HANDBOOK
for

the Bhakti astri Course

The International Society for Krishna Consciousness Founder-Acarya: His Divine Grace A.C. Bha tivedanta S!a"i #ra$hu%ada

The VTE Bhakti Sastri Course Materials

Copyright 2000. Vaishnava Training and Education CD Version !irst Edition "pu#lished Dece$#er 2000% Hard copies of these materials can be printed by the purchaser for personal use and may not be passed on or sold without permission. Teachers formally facilitating the VTE Bhakti Sastri Course are permitted to copy the Student!s Handbook" for distribution solely to students sitting the course.

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Contents
(age
=ore8ord >.3no8led!e,ents :ntrodu.tion * 6 ?

Chapter 2ne 3 4 Concise 2vervie5 o, the Course Chapter T5o 3 4 !ra$e5ork ,or Sastric Study
1he 18elve >i,s of 4astri. 4tudy 9uotes 4u//ortin! the 18elve >i,s

6 .2
1? 1@

Chapter Three 3 The Bhakti Sastri Course

>i,s ObAe.tives >ssess,ent

27
26 2) 31

DED8C4T829

1o

'is Divine :race 4.C. Bhaktivedanta S5a$i (ra#hupada

5ho intended that his disciples and ,ollo5ers diligently study and apply his teachings ,or the 5el,are o, all

tad-vg-visargo janatgha-viplavo yasmin prati-lokam abaddhavaty api nmny anantasya yao kitni yat vanti gyanti ganti sdhava

On the other hand, that literature which is full of descriptions of the transcendental glories of the name, fame, forms, pastimes, etc., of the unlimited Supreme Lord is a different creation, full of transcendental words directed toward bringing about a revolution in the impious lives of this worlds misdirected civilization. Such transcendental literatures, even though imperfectly composed, are heard, sung and accepted by purified men who are thoroughly honest.
&4ri,ad 6ha!avata, 1-*-11(

In this way you have to understand, by studying carefully the philosophy. We have got so many boo s now and I want all of my disciples to read them carefully. Soon we shall be instituting !ha ti"sastri e#aminations and all brahmanas will have to pass. So utilize whatever time you find to ma e a thorough study of my boo s.
&Letter fro, 4rila Prabhu/ada to "/endra, ?th Buly 1@?6(

!2;E<2;D
: heartily 8el.o,e the /ubli.ation of this ne8 C1 ;ourse as a si!nifi.ant ste/ for8ard for :4#;OD- 4rila Prabhu/ada intended his so.iety to be led by edu.ational values, as indi.ated by :4#;OD2s first /ur/ose$ To systematically propagate spiritual knowledge to society at large and to educate all peoples in the techni*ues of spiritual life in order to check the imbalance of %alues in life and to achie%e real peace and unity in the world. 4rila Prabhu/ada not only !ave /riority to the /ubli.ation and ,ar3etin! of his boo3s, but left s/e.ifi. instru.tions for their syste,ati. study- Dearly thirty years later, this order re,ains unfulfilled- 1his /arti.ular .ourse, : believe, has the /otential to at last fulfill 4rila Prabhu/ada2s dire.tivesE ,ost notable are its /ro/osed syste,s for !lobal i,/le,entation, in.ludin! already+8ritten tea.her trainin! ,odules that .o,/le,ent and extend existin! C1 .ourses1his .urri.ulu, has a nu,ber of other distin!uishin! features- Possibly it is the first to be built on sound and ex/li.it edu.ational /rin.i/les and a 8ell+arti.ulated ,ethodolo!y- :t thus !oes beyond ,e,orisation and intelle.tual understandin!, to ex/li.itly /ro,ote students2 a//li.ation of 3no8led!e, their develo/,ent of a//ro/riate values, and, ulti,ately, /ersonal realisation- 1his slant on .ondu.t and .hara.ter, : believe, !ives it !reat /otential in addressin! our nu,erous individual and so.ietal .hallen!es=urther,ore, its detailed delineation of Fthe ai,s of sastri. studyG is a 8el.o,e feature at a ti,e 8ithin :4#;OD ,ar3ed by la.3 of .lear dire.tion- : 8as /arti.ularly i,/ressed by the ai, of F7ood and 7issionG, 8hi.h even today 8ill hel/ students a//re.iate 4rila Prabhu/ada .ontinuin! /resen.e;ons.ientious tea.hers 8ill re.o!nise ho8 this .ourse offers su//ort to the less+able and yet res/e.ts the ex/ertise and initiative of the ,ore+ex/erien.ed- =or students it offers a Huality of learnin! 8hi.h is relevant, /ra.ti.al and enAoyable- : /arti.ularly li3ed the use of /ro!ressive assess,ent /ro.edures, su.h as /roAe.t+8or3, 8hi.h free students fro, unne.essary /ressure and /ro,ote their natural .reativity:n .on.lusion, : thin3 this .ourse 8ill a//eal to ,any se.tions of our ,e,bershi/Parti.ularly, thou!h, : a//eal to our leaders to /rovide .on.rete su//ort for its !lobal i,/le,entation- ;o+o/eration bet8een ,ana!ers and edu.ators ,ay hold the 3ey to a su..essful future, and ensure that this initiative bears fruit < ha//y, learned and balan.ed devotees, 8ho .an for, the nu.leus of an evolvin! brah,ini.al and #rishna+.ons.ious leadershi/7y heartfelt than3s to all those devotees 8ho, over a /eriod of five years, have hel/ed so far in develo/in! this essential as/e.t of :4#;OD2s 8or3Sesa das Adhi ari +,th -ecember +...
The :BC Ministry o, Education E+ecutive Me$#ers "Dece$#er 2000%
Sesa das &I6; 7inister < >la.hua, "4>( Bra=a Bihari das &Crindavan, :ndia( >aks$i$oni dasi &>la.hua, "4>( Saunaka ;si das &6elfast, Dorthern :reland( 6

4C?92<>ED:EME9TS
MEMBE;S 2! T'E DEVE>2(ME9T TE4M
VTE E+ecutive >nutta,a das &:; 7inister, 5ashin!ton, "4> 6raAa 6ihari das&C:H , Crindavan, :ndia( 4auna3a Rsi das &D- :reland, "#( 4ita Ra,a das &71 , "#( The Bhakti Sastri <riting Tea$ 6raAa 6ihari das &C:H , Crindavan, :ndia( Darayani dasi &Crindavan, :ndia( Rasa,andala das &C1 , Oxford, "#(

4C?92<>ED:ME9T 49D T'49?S T2

4ssistant <riting Sta,, >bala dasi &Oxford, "#( 6raAa 4undari dasi &Crindavana Iuru3ula( 7aha,uni das &Philadel/hia, "4>( Rati 7anAari dasi &;a/e 1o8n, 4outh >fri.a( 1ya!a ;aitanya das &7alaysia( Cisa3ha Priya dasi &Crindavana, :ndia( Consultants 6ha3ti ;aitanya 48a,i &6; ;, 4outh >fri.a( Io/iranadhara das &:4#;OD Crindavan, :ndia( Lat 6laylo.3 &; 7 Professional 1ea,, "#( 4efton Davies &4efton Davies >sso.iates, "#( Purna.andra das &"4>( 4ita and d!ar &1he Learnin! =ra,e8or3, "#( ;e,erence Materials 6huriAana das &4urrender "nto 7e( Iauri das &DOD 4tudy Iuide( 4atsvaru/a Ios8a,i &Le.ture ta/es( 4uresvara das &6ha!avad+!ita 4tudy Iuide( CraAa #ishora das &DOD 4tudy Iuide( Trialling the Materials 6ha3tin >le3sandra &De8.astle, "#( Iauran!a 4undara das &:4#;OD Lei.ester, "#( Ban,asta,i dasa &7:H , 7aya/ur( #irtida dasa &=inland and "#( Prasanta dasi &Crindavana, :ndia( 4ita Ra,a das &6ha3tivedanta 7anor, "#( "r,ila dasi &Dorth ;arolina, "4>( >tul #rsna dasa &7:H , 7aya/ur( Editing@2,,ice Support 6ha!avata dasi &:nisratha, D- :reland( 6raAaAana das &"4>( 7anAari dasi &7aya/ur, :ndia( Diane Rollinson &the O;CH4, Oxford( 2thers 5ho kindly helped DaoAi &Crindavana Iuru3ula( :sodyana dasi &Crindavana, :ndia( #ur,aru/a das &Crindavana, :ndia( Prana das &>u.3land, De8 Jealand(

<8T' 4 VE;A S(EC84> T'49?S T2

Devaprastha das :irira=a S5a$i 'arikesa das Bhakta Bitendra for helping to make this pro/ect possible by kindly offering their financial support Bhuri=ana das who started with Bhakti Sastri Course in Vrinda%an$ 0ndia The 2+,ord Centre ,or Vaishnava and 'indu Studies for their %ision$ support and encouragement.

8ntroduction

5el.o,e to the ne8 C1 6ha3ti 4astri ;ourse and to your .o/y of the Student!s Handbook$ 8hi.h you2ll be usin! in .onAun.tion 8ith your Student 1orksheets1hese ,aterials are to last the duration of the .ourse, so /lease loo3 after the,, /erha/s 8ritin! your na,e on the front9uite naturally, you2ll su//le,ent these t8o boo3s 8ith your o8n notes- 1he follo8in! re.o,,endations ,ay be hel/ful- 1his .ourse has been stru.tured about a set of .learly defined ai,s &as you2ll soon learn in the orientation lessons(, and the follo8in! su!!estions are based u/on the,;onsider 3ee/in!$ &1( a /ersonal Aournal &re.ordin! so,e of your inner,ost refle.tions(- Kou .ould also in.lude so,e F,ini+a.tion+/lansG, as a 8ay to i,/le,ent 8hat 8e2ve learned&2( a .o,/ilation of #rsna .ons.ious analo!ies &there2s already a useful list fro, the :so/anisad in the 7od 2 7aterials( &3( a /rea.hin! /ortfolio, .onsistin! of ar!u,ents a!ainst the various non+theisti. /hiloso/hies and 8orld+vie8s&4( an antholo!y of verses and s.ri/tural /assa!es that have s/e.ial si!nifi.an.e for you&*( a list of 8ays in 8hi.h /eo/le &in.ludin! so,eti,es our devotees( ,isuse sastra &relatin! to our >i, of F>.ade,i. :nte!rityG(

7ore and ,ore, :4#;OD devotees re.o!nise the need to not only a//re.iate our theolo!y but to su..essfully a//ly it in our /ersonal and /ubli. lives- 1his .alls for the develo/,ent of the .orres/ondin! s3ills and values and a dee/ assi,ilation of sastri. 3no8led!e- 1his ne8 .ourse has been desi!ned 8ith these /ur/oses in ,ind, and 8ith a .orres/ondin! e,/hasis on res/onsible and intera.tive learnin!- 5e therefore reHuest you to not only learn fro, others but to a.tively .ontribute to8ards a dyna,i. learnin! /ro.ess1he C1 8ishes to .onstantly i,/rove its servi.es to edu.ation- :f you have any su!!estions as to ho8 the .ourse .an be i,/roved, and es/e.ially the student ,aterials, then /lease do !et in tou.h- Our details are on the inside of the front .over7any than3s, and all best 8ishes for an ex.itin! and re8ardin! .ourse

Chapter One A Concise Overview of the Bhakti Sastri Course

1his ;ha/ter offers you a brief overvie8 of the entire .ourse- Kour tutor 8ill /rovide further details re!ardin! your s.hedule- :t is i,/ortant that you study the next t8o .ha/ters, 8hi.h ex/lore the rationale behind sastri. study and the /ur/oses of the ;ourse- 7u.h of this ,aterial 8ill also be .overed in the o/enin!, orientation lessons, /rior to be!innin! study of the 6ha!avad+!ita-

Modules
The VTE Bhakti Sastri course is broken into three modules$ as follows2

Module . Module 2 Module C

Bhagavad*gita Chapters .3D Bhagavad*gita Chapters .03.6 E Sri 8sopanisad 9ectar o, Devotion 9ectar o, 8nstruction

Materials
Kou should already have the follo8in! ,aterials$ The Student 'and#ook "this #ook% Modules . E 2 Materials Module C Materials M8'E 9ectar o, Devotion Study :uide The Student <orksheet Book "2ptional%

4u!!ested additional readin! &3ptional($ FSurrender 4nto MeG 6huriAana Dasa F1a%es of -e%otionG Dhanurdhara 48a,i

&C:H Publi.ations( &6ha!avat 6oo3s(

Daturally you 8ill also need an a,/le su//ly of /ens and /a/er- >..ess to a .o,/uter is hel/ful, as 8e stron!ly re.o,,end that you ty/e .ourse8or3 assi!n,ents-

DoteE :f you are interested in !ettin! further ,aterials then /lease as3 your .ourse tea.her or .onta.t the 6ha3tivedanta Library 4ervi.es in Radhadesh, 6el!iu, &the ,ain distributor for C1 /ubli.ations-(

9u$#er o, >essons
The following chart shows the total number of recommended lessons &5.6 hours each' for the entire course2

>essons Module 2ne Module T5o Module Three Total 10 1/ C/ .20

Orientation lessons ex/lainin! the .ourse ,aterials and assess,ent /ro.edure are in.luded in 7odule 1-

Ti$e ;eFuire$ents
1he re.o,,ended total ti,e of study for the entire .ourse is 1/0 hours- :n addition to the @' ,inutes 8ithin the .lassroo,, students are ex/e.ted to s/end another one to one+and+ a+half hours in self+study- 1he follo8in! .hart sho8s the a//roxi,ate ti,e allo.ations>earning E+ercise Lessons Re!ular 4elf+study ProAe.t 5or3 &>ssess,ent Pa/ers 6 L ;( xa,s &>ssess,ent Pa/er >( Total Ti$e spent "hours% 1)' 13* + 1)' 2' ? 1.0 3 170 hours

4tudents en!a!ed in self+study or on distan.e learnin! .ourses 8ill be ex/e.ted to s/end 2-* to 3 hours on ea.h lesson &i-e- the sa,e in total as devotees sittin! the re!ular C1 .ourse-( 1he C1 re.o,,ends that a full ti,e .ourse lasts about four ,onths- 1his entails a total of 26 hours of study /er 8ee3- 1he shortest viable .ourse is 3 ,onths, 8hi.h needs about 3* hours /er 8ee3- Daturally the ti,e you need to dedi.ate ea.h 8ee3 is inversely /ro/ortionate to the len!th of your /arti.ular .ourse-

1'

!or$al 4ssess$ent
.. Means o, 4ssess$ent
Type o, 4ssess$ent Closed Book <ritten E+a$ination <ritten (ro=ect <ork "Course5ork% <ritten (ro=ect <ork "Course5ork%
Corresponding (apers

(aper 4 (aper B (aper C

7.B.2 8ersonal inter%iews may occasionally be used$ in the case of a marginal pass or fail and9or to check the originality of a student!s work.

2. Tutorials
4tudents should arran!e a ,eetin! 8ith the fa.ilitator &tutorial( to dis.uss their .ourse8or3- 4tudents should /re/are a /lan or outline of ea.h /a/er for their tutorial- =a.ilitators 8ill be available for tutorials u/ to 1 8ee3 before the date of sub,ission of /a/ers-

C. 8ssuing and Marking (apers

Lo.al 1ea.hers 8ill issue and ,ar3 the /a/ers-

1. Marks and :rades

:rade

Marks

De,inition

> 6 ; D = I

)*% ?* + )4 6* + ?4 ** + 64 *' + *4 4* + 4@ + 44

Distin.tionMHi!h+honours ;o,,endationMHonours >vera!e /ass Less than avera!e 7ar!inal /ass 7ar!inal fail =ail

11

/. The 4ssess$ent (apers The following chart shows the nine papers you!ll need to complete..

(aper 4 Module 2ne Module T5o Module Three xa, xa, xa,

(aper B ;ourse8or3 ;ourse8or3 ;ourse8or3

(aper C ;ourse8or3 ;ourse8or3 ;ourse8or3

>s sho8n above, ea.h 7odule .onsists of 3 /a/ers- 1hey are as follo8s$ (aper 4 (aper B (aper C Closed*#ook E+a$ "?no5ledge% Course5ork "Gnderstanding and 4pplication% Course5ork "Values and 'igher Skills%

7. The 4ssess$ent Schedule ;ourse8or3 Pa/ers &Pa/ers 6 L;( .an be handed out &at the dis.retion of the tea.her( at any ti,e after the start of the .orres/ondin! ,odule- 1he C1 re.o,,ends that they are .ir.ulated rou!hly half+8ay throu!h ea.h 7odule- >t the very least students ,ust have t8o 8ee3s to .o,/lete these assi!n,ents- =or ,ore details, .onsult your .ourse tutorKou 8ill nor,ally sit Pa/er >, the 8ritten exa,, Aust after the end of ea.h 7odule-

H. Certi,ication >ll students on offi.ial .ourses 8ill re.eive a :4#;OD xa,inations 6oard 6ha3ti+ sastri ;ertifi.ate u/on the su..essful .o,/letion of all 1hree 7odules- >ll students 8ill also re.eive a detailed brea3do8n of their a.hieve,ents, hi!hli!htin! their s/e.ifi. stren!ths and .hallen!es4tudents sittin! a sin!le ,odule 8ill be a..redited for it, and re.eive detailed results, but ,ust .o,/lete the other ,odules before re.eivin! their offi.ial .ertifi.atePass ,ar3 for ea.h 7odule is /0I. 7ar!inal fail in a ,odule .an be .o,/ensated for in other ,odules=inal nu,eri.al ,ar3 for the .ourse is the a!!re!ate of the 3 7odules a..ordin! to the follo8in! /er.enta!es$ 7odule 1$ C0IE 7odule 2$ C/IE 7odule 3$ C/I-

12

Chapter T5o 4 !ra$e5ork ,or Sastric Study

8ntroduction
Learnin! and tea.hin! sastra is ar!uably the ,ost i,/ortant as/e.t of a #rishna .ons.ious edu.ation- 4rila Prabhu/ada2s boo3s for, the foundation for :4#;OD2s a.tivities and devotees hold the, in the hi!hest estee,4u/erfi.ially at least, it a//ears that this ad,iration has often detra.ted devotees fro, .onsiderin! exa.tly ho8 8e study and tea.h su.h sa.red literature- :n edu.ational ter,s, validity of .ontent hardly le!iti,ises the entire learnin! /ro.ess- 5e are not, therefore, underesti,atin! 4rila Prabhu/ada2s boo3s 8hen 8e say that there ,ust also be an a//ro/riate edu.ational dis.i/line- Of .ourse, the basis for su.h already exists, but it re,ains to be .odified and syste,ati.ally trans,itted, 5ithout this, even the tea.hin! of s.ri/ture re,ains lar!ely ineffe.tive1he C1 has therefore atte,/ted to .onstru.t a fra,e8or3 for s.ri/tural study- 5e have done this not by ri!idly definin! /ra.ti.e &8hi.h very often stifles individual initiative( but by identifyin! universal values and /rin.i/les that .an infor, an evolvin! ,ethodolo!y- 1his then serves as the basis for !ood .lassroo, /ra.ti.e- 6y these standards, C1 6ha3ti 4astri tea.hers are trained and a..redited to deliver the .ourse, :n this .ha/ter 8e tou.h on this ,ethodolo!y, 8hi.h e,bodies 8hat 8e have ter,ed an Fai,s+driven a//roa.hG- On this basis, and 8ith 8ide .onsultation, 8e have /ainsta3in!ly develo/ed our F18elve >i,s of 4astri. 4tudyG- One of these ai,s is to hel/ students develo/ healthy and res/onsible study habits- 1o this end, 8e hold that it is not enou!h for tea.hers to 3no8 F8here they !oin!G, but they ,ust ,a3e the ai,s and obAe.tives of any .ourse .lear to the student- 1his is often ter,ed Ntrans/aren.y2- 1his, .ou/led 8ith .learly+ arti.ulated s/iritual standards, hel/s to suitably ,otivate students5e therefore reHuest that you be.o,e a.tively involved 8ith the learnin! /ro.ess and ta3e so,e ti,e to understand and assi,ilate our F18elve >i,sG- 5e anti.i/ate your 8el.o,in! the si!nifi.ant e,/hasis !iven here to the /ra.ti.al a//li.ation of 3no8led!e and the syste,ati. develo/,ent of Caisnava values-

13

<hat is Sastric StudyJ

By the term sastric study" we refer to the study of the Vedic scriptures &sastra'$ and specifically the books of His -i%ine :race ;.C. Bhakti%edanta Swami Srila 8rabhupada. The importance of Srila 8rabhupada!s books is encapsulated in the following e<cerpts from 0S=C37 >aw2

Srila (ra#hupada the !ounder*4carya o, 8S?C29

De,inition
1o fulfill the /revious acarya!s desire for a united 8orld8ide /rea.hin! or!anisation to ex/and 4ri ;aitanya 7aha/rabhu2s ,ission, 4rila Prabhu/ada founded the :nternational 4o.iety for #rishna ;ons.iousness as a distin.t bran.h of the Brahma)Madh%a):audiya) Vaisna%a sampradaya- 1herefore he is the =ounder+;carya of :4#;ODHis Divine Ira.e >- ;- 6ha3tivedanta 48a,i Prabhu/ada is the =ounder+;carya of :4#;OD- 1his ,eans that he is :4#;OD2s lin3 8ith the Brahma)Madh%a):audiya)Vaisna%a)sampradaya, that his 8ritin!s, oral tea.hin!s and exe,/lary a.tions re,ain the /er,anent and irre/la.eable basis for all subseHuent tea.hin!s of :4#;OD- He is and 8ill re,ain al8ays the instru.tin! s/iritual ,aster of all devotees in :4#;OD- &La8 Revision .o,,ittee @-6-@'(-

(rinciples
1( 4rila Prabhu/ada is the foundational siksa)guru for all :4#;OD devotees be.ause he has realised and /resented the tea.hin!s of the /revious acaryas of the Brahma)Madh%a):audiya)Vaisna%a) sampradaya a//ro/riately for the ,odern a!e2( 4rila Prabhu/ada2s instru.tions are the essential tea.hin!s for every :4#;OD devotee3( 4rila Prabhu/ada2s boo3s are the e,bodi,ent of his tea.hin!s and should be a..e/ted as the standard by all future !enerations of :4#;OD-

14

The !our Sastric Degrees

Srila 8rabhupada himself presented an outline for the study of scripture$ as demonstrated by the following e<cerpt from one of his letters2

Bo"$ay )* +anuary' ),-. /y Dear Svaru%a Da"odara' 8lease accept my blessings. 0 beg to thank you for your letter dated -ecember +Ath$ 5BC6$ and 0 ha%e noted the contents carefully. (our plan to ha%e the Bhakti%edanta Summer 0nstitute in one of our farms is a %ery good idea. . . . . . . . brahmana means pandita. Therefore 0 am suggesting e<aminations. Bhakti)sastri ) &for all brahmanas' based on Bhaga%ad)gita$ Sri 0sopanisad$ 7ectar of -e%otion$ 7ectar of 0nstruction$ and all the small paper backs. Bhakti)%aibha%a ) the abo%e plus first si< cantos of S.B. Bhakti%edanta ) the abo%e plus cantos C)5+ S.B. Bhakti)sar%abhauma ) the abo%e plus Caitanya) caritamrta. These titles can correspond to entrance$ B.;.$ M.;.$ 8h.-. So /ust consider how to organiDe this 0nstitute. ;t Mayapur we shall finaliDe e%erything. Hoping this meets you well. (our e%er well)wisher$ A. C. Bha tivedanta S!a"i ;CBS9tkg

There are se%eral other references Srila 8rabhupada made to these degrees$ with some %ariations. #or this and other reasons$ 0S=C37 de%otes will hold different opinions as to what should be the e<act nature of the four courses. The VTE respects the fact that other de%otees may hold differing %iews. 0t intends and hopes that this course will be recognised by the 0S=C37 Ministry of Education?$ but also hopes that other de%otee educational institutes write their own 0S=C37)appro%ed courses.
The $road fra"e!or for the Four De&rees' lar&ely $ased on this letter' is sho!n on the ne(t %a&e

?;s of the date of publication &@anuary$ +..5' of this first edition$ we are still awaiting appro%al

1*

2vervie5 o, the !our VTE Courses

3n the basis of Srila 8rabhupada!s letter$ the VTE has proposed2 4. !our consecutive courses ,ocusing on the #ooks sho5n in the ta#le #elo5)

.. Bhakti Sastri Bhaga%ad)gita 7ectar of -e%otion Sri 0sopanisad 7ectar of -e%otion C. Bhaktivedanta 1he se.ond six .antos of the Srimad Bhaga%atam

2. Bhakti*vai#hava 1he first six .antos of the Srimad Bhaga%atam

1. Bhakti*sarva#hau$a 1he entire text of the Caitanya)caritamrta

B.

The a#ove ,our courses are KnestedL. :n other 8ords, for any Fde!reeG, the s/e.ifi. ,aterials for /revious de!rees are also studied- =or exa,/le, 6ha!avad+!ita is studied throu!hout all four .ourses- 1his su!!ests that fro, 6ha3ti Caibhava on8ards it 8ill be studied in relation to the other relevant boo3s and at /ro!ressively hi!her levels-

C.

The Bhakti Sastri 5ill #e the eFuivalent o, a university entry course. &e-!- in the "#, the t8o+year N>2 level(- 1his 8ill deter,ine the level and len!th of this .ourse, and subseHuent .ourses 8ill be si,ilarly based on 4rila Prabhu/ada2s instru.tions-

D.

The Bhakti Sastri Course "and ,inal assess$ent% should #e co$pleted at a#out the sa$e ti$e a devotee is ready ,or second 0$rah"ana1 initiation. 1he C1 has as.ertained that this usually o..urs 8hen a .andidate has been seriously /ra.tisin! #rishna ;ons.iousness for three years &thou!h this fi!ure a//ears to be /ro!ressively in.reasin!O(- 4in.e the lon!est re.o,,ended ter, of /art+ti,e study is t8o years, this su!!ests that devotees should have been Fseriously /ra.tisin! #rishna ;ons.iousnessG for at least one year &or the eHuivalent of livin! in the te,/le for one year(1hese reHuire,ents should have been ,ade .lear to devotees before enroll,ent- :f you no8 feel that you are insuffi.iently ex/erien.ed, then do .onsult your .ourse tutor-

16

The 2verall (urposes o, Syste$atic astric Study

1e ha%e already touched on EClarity of 8urpose!$ and three other principles e<pressing the broad aims of a =rishna Conscious education &pages 5F)56'. 0n following these principles$ the VTE has de%eloped an ;ims)dri%en" approach towards education. Srila #ra$hu%ada: 0f you ha%e no goal$ it is simply useless. There is the e<ample2 E; man without any purpose is like a ship without a rudder.! ;n airplane normally goes with an aim to land in some country. But if he flies on without any known destination$ then there will be disaster. So without an aim$ what is the use of practiceG"

The following is the VTE!s o%er)arching purpose in promoting the systematic study of Srila 8rabhupada!s books2

The 2verall (urpose o, Syste$atic astric Study

To nurture the evolution of a $rah"inical' Krishna-conscious leadershi%' !hose "e"$ers are e(%ert in the study and assi"ilation of astric no!led&e and are %roficient in its a%%lication - in their o!n lives' in hel%in& others' and in %er%etuatin& the "ission of Srila #ra$hu%ada.

The educational ;ims$ to be fulfilled through the teaching process$ are listed on the ne<t page. (ou may wish to compare them with the o%erall purpose written abo%e.

MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
Please note$ 1( 1he C1 has established that their Sastri. .ourses the,selves are eHui//in! students only 8ith those s3ills absolutely essential to Sastri. study- 1he 6ha3ti 4astri .ourse is not, for exa,/le, a !eneral /rea.hin! .ourse, thou!h it is an essential /art of any /rea.her trainin! /ro!ra,,e- 1he C1 hi!hly re.o,,ends students to sit .o,/le,entary .ourses &for exa,/le, the C:H ;ourse, F;lear 1hin3in! and 4tron! 4/ea3in!G(the Huote above is the /re.is of a /assa!e fro, a .onversation 8ith Prithu Putra Prabhu- :t has been edited for .larity-

2(

1?

The T5elve 4i$s o, Syste$atic Sastric Study

The following ;ims apply to all four VTE Sastric degrees$ starting with Bhakti Sastri. These ;ims are weighted differently for each of the four main courses &please refer to page HA for more details' 1- 1o hel/ students ,e,orise and re.all the &theoreti.al( 3no8led!e 8hi.h for,s the foundation of their on!oin! /ro!ress in #rishna ;ons.iousness 21o dee/en students2 understandin! of the #rishna .ons.iousness theolo!y, /arti.ularly throu!h studyin! it fro, a 8ide ran!e of /ers/e.tives and throu!h develo/in! thou!htfulness and intros/e.tion 1o hel/ students a//ly the #rishna ;ons.iousness theolo!y, 8ith referen.e to$ &a( their external /ra.ti.es &b( their inner develo/,ent and to hel/ the, develo/ a//ro/riate Caishnava Hualities and behaviour 1o enhan.e devotees desire and ability to /rea.h effe.tively1o hel/ build and ,aintain students2 faith and .onvi.tion in$ &a( the /ro.ess of #rishna .ons.iousness &b( the sastra as its foundation

3-

4*-

6- 1o si,ultaneously .ultivate 8ithin devotees$ &a( 8holehearted a..e/tan.e of the s/iritual authority of shastra &b( a ,ood of o/en and honest inHuiry and a desire to fa.tually understand and realise the i,/ort of Cedi. 3no8led!e ?1o hel/ .reate learned Caishnava theolo!ians 8ho are ex/ert in assistin! the 4o.iety throu!h a//li.ation of sastri. 3no8led!e to a 8ide ran!e of /ersonal, so.ial, ,oral, to/i.al and theolo!i.al issues 1o develo/ students2 analyti.al, inter/retative and evaluative s3ills, /arti.ularly in res/e.t of the /ra.ti.al a//li.ation of sastri. 3no8led!e 1o fa.ilitate devotees in$ &a( understandin! and a//re.iatin! the ,ood and ,ission of 4rila Prabhu/ada &b( /er/etuatin! that understandin! 8ithin the 4o.iety and its ,e,bers 1o ensure that devotes develo/ ,oral and a.ade,i. inte!rity in the inter/retation, evaluation and a//li.ation of sastri. 3no8led!e 1o en.oura!e students to ta3e res/onsibility for their learnin! and develo/ healthy study habits by$ &a( enhan.in! their desire to study 4rila Prabhu/ada2s boo3s &/arti.ularly by nurturin! their a//re.iation of shastra and sastri. study, and by de,onstratin! sastra2s relevan.e to everyday life( &b( eHui//in! the, 8ith the a//ro/riate learnin! s3ills 121o eHui/ students 8ith the ability to see throu!h the eyes of shastra, and 8ith a #rishna .ons.ious 8orldvie8- "lti,ately, to assist the students in realisin! s.ri/ture, and in seein! #rishna, at all ti,es and in all /la.es-

)@-

1'11-

7.B. #or *uotes from Scripture supporting these ;ims please refer to pages. 1)

The 4i$s o, Sastric Study in a 9utshell

Each ;im for sastric study is e<pressed in a few words as follows. Each of these Twel%e ;ims has its corresponding 3b/ecti%es. 0t is essential that students also understand these 5+ categories by referring as needed to the ;ims$ on the pre%ious page$ and$ if possible$ the corresponding 3b/ecti%es on pages +,)H.' Each ;im is also denoted by a two or three letter code$ as shown below and used in the Homework Iuestions. Students should try to memorise these codes.

.. ?no5ledge "Me$ory and ;ecall% 2. Gnderstanding C. (ersonal 4pplication 1. (reaching 4pplication /. !aith and Conviction 7. 4uthority H. Theological 4pplication 6. Evaluation D. Mood and Mission .0. 4cade$ic and Moral 8ntegrity ... ;esponsi#ility ,or >earning .2. Sastra Caksus
8lease note2 &1( >i, nu,ber 11 is bro3en do8n into t8o halves, na,ely$

?no Gnd (e4 (r4 !NC 4ut Th4 Eva MNM 4M8 ;,> SC

.."a% KTaste@4ppreciation@;elevanceL .. "#% KStudy SkillsL

T4; SS?

1he first is lar!ely about ,otivation &and relates to %alues( and the se.ond about a.Huirin! the a//ro/riate learnin! skills &2( >i, nu,ber 12 in.ludes K;ealisationG

;ea

>lthou!h 4astra ;a3sus ulti,ately ,eans and reHuires full realisation, this >i, is also delivered at different levels leadin! u/ to full realisation of the >bsolute 1ruth-

1@

The 4i$s o, Syste$atic Sastric Study ;elevant Ouotes !ro$ Srila (ra#hupada&s Teachings
1he follo8in! Huotations are nu,bered a..ordin! to the >i, to 8hi.h they /redo,inantly refer- 4o,e of the, 8ill be /ertinent to other >i,s also- 1o ,a3e the ,ost of studyin! these Huotes, 8e re.o,,end to students that as they read the, they si,ultaneously refer to the 18elve >i,s on /a!e 1? of this handboo31. Formerly, people were so sharp ! memory "ha" o!#e ha$ !% hear& 'rom "he sp r "(al mas"er, "hey w ll remem)er. . . " s #alle& r(" ... * mply )y hear !%, "hey w ll (!&ers"a!& e$ery"h !%. They w ll !e$er 'or%e" ... U!less yo( memor se all "he #o!#l(s o!s o' *r ma& +ha%a$a"am, +ha%a$a&,% "a, yo( #a!!o" spea-. CC Adi 16.44 purp. 1. The pro#ess s "ha" yo( sho(l& memor se "he p(rpor"s o' my )oo-s a!& "he! spea"hem ! yo(r ow! wor&s. Do !o" a&(l"era"e or #ha!%e a!y"h !%. The! yo( w ll )e "he per'e#" prea#her. Letter, Janajanmadhih , Bombay, 15 o!ember, 1"#5 .. The po !"s o' +ha%a$a&,% "a, "ho(%h "hey are s mple a!& #omple"e, #a! )e (!&ers"oo& 'rom (!l m "e& a!%les o' $ s o!. *o o(r ph losophy s !o" &ry, l -e me!"al spe#(la" o!. The proper '(!#" o! o' "he )ra ! a!& psy#holo% #al a#" $ "y s "o (!&ers"a!& e$ery"h !% "hro(%h /r sh!a0s perspe#" $e or po !",o',$ ew. There s !o l m " "o "ha" (!&ers"a!& !% )e#a(se /1a s (!l m "e&, a!& " #a! )e sa & "ha" "he &e$o"ee who -!ows /1a -!ows e$ery"h !% 213"h Chap"er4. *" ll, "he ph losoph #al pro#ess !e$er s"ops a!& "he &e$o"ee #o!" !(es "o !#rease h s -!owle&%e, e$e! "ho(%h he -!ows e$ery"h !%. Letter, Caturbhuj, Bombay 1"#$ .. I" s !o" )l !&ly a##ep"e&, "h s /rs!a #o!s# o(s!ess. 5 "h #o!s &era)le &el )era" o!, we "a-e "he &e# s o!. Le%, Bha&a!ad'&ita #.1'(, Ahmedabad, )e%ember 14, 1"#$ 6. * mply ha$ !% "heore" #al (!&ers"a!& !% w ll !o" &o. 789!a $ :89!a. Th s "heore" #al -!owle&%e s %oo&, )(" "here m(s" also )e pra#" #al appl #a" o!. The! " w ll s"a!&. Le%, e**ore, January 4, 1"#6 6. They were pra#" s !% ! or&er "o "ea#h (s .. * mply "ea#h !% w ll !o" &o. 5e m(s" also pra#" se ... * mply ;(o" !% $erses l -e a parro" w ll )e o' l ""le )e!e' ". O!e m(s" apply "hem, :89!am $ :19!a,sah "am. 719!a mea!s "o -!ow, a!& $ :<9!a mea!s "o apply "h s -!owle&%e ! pra#" #al l 'e. 789!am $ :89!a,sah "am. *o we m(s" -!ow "he $ :89!a, how "o pra#" #ally apply "h s -!owle&%e. Th s was "a(%h" )y "he Gos$9m s. Le%, +) Bombay, #( =. Tha" s my pro%ramme. *o we sho(l& !o" s mply p()l sh "hese )oo-s 'or rea& !% )y o("s &ers, )(" o(r s"(&e!"s m(s" )e well $erse& ! all o' o(r )oo-s so "ha" we #a! )e prepare& "o &e'ea" all oppos !% par" es ! "he ma""er o' sel',real sa" o!. Letter, ,am-aduta, Lo- An&e*e-, ( )e%ember 1"6. =. 5 "h "hese e>am !a" o!s I w sh "o e!#o(ra%e all my & s# ples "o $ery #are'(lly lear! "h s ph losophy o' /r sh!a Co!s# o(s!ess )e#a(se "here s so ma!y prea#hers who w ll )e re;( re& "o )r !% "h s messa%e "o all #or!ers o' "he ear"h.
2'

Letter, /ahapuru-a, Lo- An&e*e-, # 0ebruary 1"6" 3. ?o( are e>per e!# !% some &o()"s ...To #lear (p "hese "h !%s "he )es" reme&y s "o re%(larly & s#(ss amo!%s" yo(rsel$es ! #lasses all o(r )oo-s. The! "hese &o()"s w ll )e - lle&. 5 "ho(" rea& !% )oo-s, " )e#omes ha#-!eye& a!& s(#h o)!o> o(s &eas "ro()le (s. O(r "ho(%h"s are always #ha!% !%@ "ha" s "he !a"(re o' "he m !&. *o yo( #a!!o" e>pe#" "ha" e$e! %rea" sa !"ly perso!s are 'ree 'rom "ho(%h"s, #om !% a!& %o !%. +(" a'"er "h !- !% "here s 'eel !% a!& w ll !% A w ll !% )e !% "he s"a%e o' p("" !% "ho(%h"s !"o a#" o!. *o ' we are a)le "o employ o(r !"ell %e!#e, "he! we &es"roy "he "ho(%h"s )e'ore "hey )e#ome ma! 'es" ! a#" $ "y. +e#a(se we are so m(#h !#l !e& "o e!:oy (! !"ell %e!"ly, we "here'ore ha$e "o &a ly sharpe! o(r !"ell %e!#e 'a#(l"y )y rea& !% a!& & s#(ss !% a!& )y prea#h !% "o o"hers. Letter, 1atyabh2ma, /ayapur, 1"#$ *- 5ha"e$er "he #ase, we m(s" ha$e 'a "h ! "he wor& o' /rs!a. 5he! we p(r#hase a " #-e" o! Ba! Amer #a! or A r I!& a, we ha$e 'a "h "ha" "ha" #ompa!y w ll "a-e (s "o o(r &es" !a" o!. Fa "h s #rea"e& )e#a(se "he #ompa!y s a("hor se&. O(r 'a "h sho(l& !o" )e )l !&@ "here'ore we sho(l& a##ep" "ha" wh #h s re#o%! se&. Le%, Bha&a!ad'&3ta ..$1'$$, e4 5or6, o!ember 1", 1"66 3. :19!a $ :19!a 9s" -yam, 9s" -yam mea!s C'(ll 'a "h ! "he D9"ras a!& ! Go&.E Tha" s #alle& 9s" -yam. I' yo( ha$e '(ll 'a "h ! "he re$eale& s#r p"(res, "he! yo( are 9s" -yam. +e#a(se yo( #a!!o" ma!('a#"(re yo(r Go&, or a so,#alle& !#ar!a" o! Go&. No. ?o( m(s" ha$e '(ll -!owle&%e o' Go& "hro(%h "he a("hor "y o' re$eale& s#r p"(res. Le%, 1B 1.16.$7, ,a4aii, January 16, 1"#4 F. 5ha" /r sh!a sa & 'or"y m ll o!s o' years a%o, or ' $e "ho(sa!& years a%o, s also #orre#" "o&ay. Tha" s D9s"ra. No" "ha" C*o ma!y years ha$e passe& a!& " has )e#ome ol&. Now le" (s re'orm " a!& p(" " !"o !ew way.E No. ?o( #a! p(" "he same "h !% ! a !ew way, )(" yo( #a!!o" #ha!%e "he pr !# ple. Le%, 1B 5.6.. V8nd2!ana, (7 o!ember 1"#6 F. +(" 'a "h sho(l& !o" )e )l !&. +l !& 'a "h s (seless. Now we ha$e alrea&y & s#(sse& "ha" o!e sho(l& %o "o "he sp r "(al mas"er w "h s(rre!&er, !;( ry a!& ser$ #e G "hree "h !%s. F rs" o' all, 'or a#;( r !% -!owle&%e we ha$e "o ' !& o(" "he s( "a)le perso!, a!& ' we are 'or"(!a"e e!o(%h "o &o "ha", "he! "he ' rs" "h !% s "o s(rre!&er. A!& a'"er "ha" s(rre!&er, "here are ;(es" o!s. O!e m(s" )e $ery !"ell %e!" "o p(" ;(es" o!s "o "he sp r "(al mas"er. 5 "ho(" ;(es" o!s yo( #a!!o" ma-e pro%ress. *o )l !& 'a "h s !e$er re;( re&, !or sho(l& ;(es" o!s )e ! a moo& o' #halle!%e ... H(es" o!s or a!swers sho(l& )e :(s" "o (!&ers"a!&. A!& "ha" sho(l& )e a##ompa! e& w "h ser$ #e. Th s s "he #orre#" moo&. Le%, B9 4.(" : 5.( e4 5or6 $4th Au&u-t 1"66 I. The +h9%a$a&,%J"9 s spo-e! )y "he Kor& so "ha" h(ma! so# e"y #a! )e per'e#"ly or%a! Le& 'rom all a!%les o' $ s o! G pol " #ally, so# ally, e#o!om #ally, ph losoph #ally a!& rel % o(sly. From a!y po !" o' $ ew, h(ma! so# e"y #a! )e re'orme& )y "he /DD1a #o!s# o(s!ess mo$eme!"@ CC /ad 1".16# I. Nor " s poss )le "ha" e$eryo!e sho(l& )e#ome a )r9hma!a. I" s !o" s(#h a! easy "h !%. +(" a #lass o' )r9hma!as m(s" )e ma !"a !e& ... "o % $e #o(!# l "o "he -sa"r yas. Con! ,yderabad $$th Au&u-t 1"#6

21

M. ?o( ha$e "o a!alyse "ha" NF rs" o' all, I am prom !e!" )y my se!ses. Oy )o&y mea!s my se!ses. +(" "he se!ses are (seless (!less "here s "he m !&.N I!&r yehyah paraP ma!aQ. I' yo(r m !& s !o" ! or&er, yo(r se!ses #a!!o" a#". There'ore m !& s s(per or "o "he se!ses, a!& "he m !& #a!!o" a#" ' yo( ha$e !o !"ell %e!#e. *o ma!asas "( para )(&&h Q. A!& ' yo( #a! %o )eyo!& "he !"ell %e!#e, "he! yo( #a! ' !& o(" a)o(" "he so(l. *o " re;( res s"(&y. I" re;( res e&(#a" o!. The e&(#a" o! s "here. The )oo-s are "here. The "ea#hers are "here. Le%, 1B $.(.$7 Bombay 1"## M. Al"ho(%h /1a a&$ se& Ar:(!a, C/ ll h m,E Ar:(!a & & !o" l -e " ... Th s s #o!s# o(s!ess. R$e! "ho(%h "here s &("y, we ha$e "o see wha" w ll )e "he e''e#" o' "ha" &("y. No"h !% sho(l& )e &o!e )l !&ly. Th s s "he !a"(re o' a &e$o"ee. Le%, 1B 1.#.47 S. O!e sho(l& "here'ore a$o & o)ser$ !% a p(re &e$o"ee e>"er!ally, )(" sho(l& "ry "o see "he !"er!al 'ea"(res a!& (!&ers"a!& how he s e!%a%e& ! "he "ra!s#e!&e!"al lo$ !% ser$ #e o' "he Kor&. I! "h s way o!e #a! a$o & see !% "he p(re &e$o"ee 'rom a ma"er al po !" o' $ ew ... +) Te;t 6, purp S. As "he *(preme Berso!al "y o' Go&hea& #omes &ow! (po! "h s ear"h "o rees"a)l sh "he pr !# ples o' rel % o!, so T s represe!"a" $e, "he sp r "(al mas"er, also #omes "o rees"a)l sh rel % o(s pr !# ples. I" s "he &("y o' "he & s# ples "o "a-e #har%e o' "he m ss o! o' "he sp r "(al mas"er a!& e>e#("e " properly. 1B 4.$..57 purport S. R$ery"h !% s '(ll o' se!se a!& lo% #, a!& "he e>#ha!%e o' $ ews )e"wee! "he mas"er a!& & s# ple s poss )le o!ly whe! "he re#ep" o! s s()m ss $e a!& real. I! "he Ca "a!ya,#a"am"a " s sa & "ha" o!e sho(l& re#e $e "he "ea#h !% o' Kor& Ca "a!ya w "h !"elle#" a!& '(ll se!ses so "ha" o!e #a! lo% #ally (!&ers"a!& "he %rea" m ss o!. Le%, Bombay, $4 /ar%h 1"## S. I! #o!#l(s o!, ' a & s# ple s $ery ser o(s "o e>e#("e "he m ss o! o' "he sp r "(al mas"er, he mme& a"ely asso# a"es w "h "he *(preme Berso!al "y o' Go&hea& )y $9! or $9pU. Th s s "he o!ly se#re" o' s(##ess ! see !% "he *(preme Berso!al "y o' Go&hea&. I!s"ea& o' )e !% ea%er "o see "he Kor& ! some )(sh o' VD!&9$a!a wh le a" "he same " me e!%a% !% ! se!se %ra" ' #a" o!, ' o!e !s"ea& s" #-s "o "he pr !# ple o' 'ollow !% "he wor&s o' "he sp r "(al mas"er, he w ll see "he *(preme Kor& w "ho(" & '' #(l"y. 1B 4.$..51 1V. For lear! !% Ve& # -!owle&%e, o!e m(s" approa#h a perso! who s #e!" per#e!" e!%a%e& ! &e$o" o!al ser$ #e. Te m(s" !o" &o "h !%s "ha" are 'or) &&e! ! "he D9s"ras. A perso! #a!!o" )e a "ea#her ' he &r !-s or smo-es. I! "he mo&er! sys"em o' e&(#a" o!, "he "ea#herWs a#a&em # ;(al ' #a" o! s "a-e! !"o #o!s &era" o! w "ho(" e$al(a" o! o' h s moral l 'e. There'ore, "he res(l" o' e&(#a" o! s m s(se o' h %h !"ell %e!#e ! so ma!y ways. 1B 1.".$6 purp. 1V *ome)o&y s m s(s !% "he wor&s Cso Wham,E a!& Caham )rahm9sm E a!& #o!#l(& !% "ha" CI am "he *(preme.E +(" "ha" s !o" #orre#". These are Ve& # wor&s, )(" so Wham &oes !o" mea! CI am Go&.E *o Wham mea!s CI am also o' "he same ;(al "y.E 1B 5.$5.1 purp
22

1V. +(" "he 5es"er!ers are $ery e>per" ! m s !"erpre" !% e$e! "he r ow! + )le. 5e say "ha" ' yo( !"erpre" a!y D9s"ra, whe"her "he + )le or +ha%a$a&,%J"9, "he! " s !o lo!%er D9s"ra, )(" s mply yo(r play"h !%. /<, $ Apri* 1"#( 1V. *o, o! "he #o!"rary, o(r pol " #al lea&ers are m s !"erpre" !% D9s"ra a!& "ry !% "o mol& " "o "he ma"er al s" # way o' l 'e. )ar-han, ,ri-hi6e-h, " /ay 1"## 11. All "he &e$o"ees #o!!e#"e& w "h "h s /DD1a #o!s# o(s!ess mo$eme!" m(s" rea& all "he )oo-s "ha" ha$e )ee! "ra!sla"e& 2Ca "a!ya,#ar "9mD"a, *r ma&,+h9%a$a"am, +ha%a$a&,% "9 a!& o"hers4@ o"herw se, a'"er some " me, "hey w ll s mply ea", sleep a!& 'all &ow! 'rom "he r pos " o!. Th(s "hey w ll m ss "he oppor"(! "y "o a""a ! a! e"er!al, )l ss'(l l 'e o' "ra!s#e!&e!"al pleas(re. C%. /ad. $5.$#. 11. +ha%a$a&,% "9 or *r ma&,+h9%a$a"am or a!y"h !% where "he "op #s o' "he *(preme Berso!al "y o' Go&hea& s & s#(sse& , ' yo( 'eel "ha" " s !"eres" !%, "ha" mea!s yo( are %e"" !% o(" o' "he :a(!& #e o' "h s ma"er al & sease. ?es. Th s s "he "es". I' yo( &o!0" 'eel !"eres"e&, "he! yo( m(s" -!ow "ha" "he :a(!& #e o' ma"er al & sease s s" ll "here. *o "h s s "he "es". The more yo( 'eel -DD1a,-a"h9, "he "op #s o' /1a, "o )e "as"e'(l, "he more yo(0ll -!ow "ha" yo( are %e"" !% 'ree 'rom "he :a(!& #e o' ma"er al & sease. Le%, CC /ad $1.1(:4", e4 5or6, 1"6# 11. The ho(sehol&er sho(l& s"(&y "he Ve&as e$ery &ay ... 1B 11.1# Chapter 1ummary 1.. 5e ha$e "o #o!#l(&e "ha" sp r "(al a!& ma"er al l 'e are & ''ere!" a!%les o' $ s o!. I' we % $e more s"ress "o ma"er al l 'e, "he ma"er al s" # way o' l 'e, "he! " s !o" poss )le "o ha$e sp r "(al real sa" o! or sp r "(al ema!# pa" o!. Le%, B9 $.5"'6" e4 5or6, Apri* $", 1"66 1.. Berso!al real sa" o! &oes !o" mea! "ha" o!e sho(l&, o(" o' $a! "y, a""emp" "o show o!eWs ow! lear! !% )y "ry !% "o s(rpass "he pre$ o(s 9#9rya. Te m(s" ha$e '(ll #o!' &e!#e ! "he pre$ o(s 9#9rya, a!& a" "he same " me he m(s" real se "he s():e#" ma""er so ! #ely "ha" he #a! prese!" "he ma""er 'or "he par" #(lar # r#(ms"a!#es ! a s( "a)le ma!!er. The or % !al p(rpose o' "he "e>" m(s" )e ma !"a !e&. No o)s#(re mea! !% sho(l& )e s#rewe& o(" o' ", ye" " sho(l& )e prese!"e& ! a! !"eres" !% ma!!er 'or "he (!&ers"a!& !% o' "he a(& e!#e. Th s s #alle& real sa" o!. 1B 1.4.1. purport 1.. * m larly, "hose who are a#"(ally ser o(s a)o(" (!&ers"a!& !% Go& sho(l& !o" s" #o!ly "o a par" #(lar s#r p"(re. They sho(l& rea& all o"hers #o!"a ! !% !'orma" o! o! Go&. For e>ample, we some" mes ;(o"e 'rom + )le. /<, June $1, 1"#4, 9ermany 1.. 9s"ra,#a-s(s. 5he! o!eWs #o!s# o(s!ess )e#omes '(lly p(r ' e& o!e #a! per#e $e "he A)sol("e Tr("h w "h all o' o!eWs sp r "(al se& se!ses. 1B 11.(.(# purport

23

Making Sense o, 2ur T5elve 4i$s

3ur Twel%e ;ims are *uite comple<$ and need some effort to remember and assimilate. 7onetheless$ it is difficult to reduce the number without blurring our clarity of %ision. Here we attempt to put them is some form. 8lease note that is not absolutely essential that students study this and the ne<t two pages$ but we do strongly recommend it. >s in all edu.ation, our >i,s .an be divided bet8een three broad learning do$ains, na,ely .. ?no5ledge 2. Skills C. Values &.o!nition( &a.tion, or a//li.ation of 3no8led!e( &the self P the F3no8erG and the FdoerG(

How the Twel%e ;ims are categorised is shown below2

?no5ledge
?no5ledge "Me$ory E ;ecall% Gnderstanding ;ealisation

Skills
(ersonal 4pplication (reaching 4pplication Theological 4pplication

Values and 4ttitudes

!aith and Conviction Mood E Mission Evaluation 4uthority 4cade$ic E Moral 8ntegrity ;esponsi#ility ,or >earning

Dotes$ 1- 4tudents ,i!ht find it a useful exer.ise to relate these >i,s to our Overall Pur/oses of 4astri. 4tudy &/a!e 16( and to see ho8 ea.h /art of the state,ent .orrelates to the above .ate!ories2- 1he three >i,s under skills .an be .ate!orised under t8o broad !rou/s, 8ith 8hi.h devotees are usually fa,iliar, na,ely$ Sadhana &/ersonal a//li.ation( (reaching &/rea.hin! and theolo!i.al a//li.ation(

:n one sense, 8e .ould .onsider that all our >i,s fall under these t8o ,ain .ate!ories:n other 8ords, all learnin! is ,eant for application in Nthe real 8orld2 &i-e- outside the learnin! environ,ent itself(- Learnin! is not ,erely n a.ade,i. /ro.ess- 1his a//li.ation of 3no8led!e has t8o broad divisions5hat 8e ex/lore on the next fe8 /a!es is the relevan.e of these >i,s, i-e- ho8 they ,eet the needs of :4#;OD and its ,e,bers- 5e 8ill atte,/t to a.hieve this by .ross+ referrin! the ?no5ledge and Values >i,s to both 8ersonal ;pplication and to 8reaching ;pplication.
24

The ;elevance o, 2ur ?no5ledge and Value 4i$s

S ?

8 >

>

(E;S294> 4((>8C4T829

(;E4C'89: E T'E2>2:8C4> 4((>8C4T829 ;an re.all slo3as and referen.es for tea.hin!, s/ea3in!, et.- Prea.hin! is then suitably authoritative 1he ability to res/ond thou!htfully to dis.ernin! /eo/le-

?92<>ED:E

?92<>ED:E

Re,e,bran.e of slo3as for /ersonal use, es/e.ially in ti,es of .risisMde.ision- ;eliba.y essential9uestionin! our o8n /er.e/tion and understandin! of the truth &in /referen.e to Huestionin! the validity of sastra itself(

G9DE;ST49D89:

;E4>8S4T829 "S4ST;4 C4?SGS%

1he ability to see #rishna and fa.tually realise all the i,/orts of Cedi. 3no8led!e ;lear sense of /ersonal identity and /ur/ose &in relationshi/ to 4o.iety and its broader traditions( Personal honesty reHuired, as basis of brah,ini.al HualitiesReal 3no8led!e reHuires /urity, honest self+exa,ination, et.Pro,otes the a//ro/riate attitude to8ards authority, avoidin! both a .hallen!in! attitude and blind a..e/tan.e>bility to ,a3e a//ro/riate .hoi.es in /ersonal life

1he ability to /resent #rishna ;ons.iousness Aust suitable to the audien.e, s/ea3in! fro, ex/erien.e and the heart ;lear and balan.ed sense of ,ission, as ,e,ber of :4#;OD- ;an .onstru.tively address internal theolo!i.al issues1he honest a//li.ation of s.ri/ture, avoidin! self+ ,otivation and distortion4o.iety2s re/resentatives have .redibility >voidan.e of fanati.is, and s/e.ulationM.o,/ro,iseE thou!htful a..e/tan.e of authority 8ill hel/ /ro,ote #rishna ;ons.iousness >bility to !ive advi.eM.ounsel et.- that is a.tually relevant L /ra.ti.ally useful to so.iety nables students to be.o,e res/e.table and learned theolo!ians and to develo/ a brah,ini.al leadershi/ 1ea.hin! and /rea.hin! 8ill .arry real 8ei!ht 8ithout bein! overbearin!

S G V 4
4GT'2;8TA EV4>G4T829

E >

M22D E M8SS829

4C4DEM8C E M2;4> 89TE:;8TA

;ES(29S8B8>8TA !2; >E4;989:

Pro,otes /ersonal res/onsibility and self+relian.e- Hel/s students develo/ a taste for study ssential for addressin! the Ninner life2 &so easy to ne!le.t( and for sustainin! our o8n s/iritual develo/,ent

!48T' E C29V8CT829

2*

2urselves E+pectations o, the Course

"se the box belo8 to 8rite do8n 8hat you ex/e.t fro, the .ourse &in ter,s of 8hat you ho/e to a.hieve, rather that re!ardin! the tea.hin! style(- ;onsider 8hat you2d li3e to be able to do at the end of the .ourse &so,ethin! that you .an2t do no8 or 8ould li3e to do better(- Bot do8n a fe8 notes-

My E+pectations

Do8 .onsider ho8 your res/onses above relate to our >i,s- Perha/s .o,/are your res/onses to the re,ar3s in the table on the /revious /a!e, and use the s/a.e belo8 to ,a3e a fe8 notes- >s3 su.h Huestions as, >re there so,e : have !iven !reat e,/hasis toQ >re there so,e not relevant to ,eQ Do : have any ai,s not in.luded in the listQ

26

Chapter Three The Bhakti Shastri Course

(ou ha%e already read the first chapter gi%ing you a concise o%er%iew of the course. Here we!ll go into more details within three broad categories$ namely$ &5' ;ims$ &+' 3b/ecti%es$ and &H' ;ssessment

The 4i$s o, the Course

1he >i,s of the 6ha3ti 4astri ;ourse .orres/ond to the 18elve >i,s of 4astri. Study &page 5C'. Ho8ever, for ea.h of the four su..essive a8ards, different de!rees of /riority are a8arded to ea.h >i,- =or exa,/le, at 6ha3ti 4astri level, F#no8led!eG is .onsidered i,/ortant &.overin! 4'R of the total assess,ent(, 8hereas F valuationG is !iven a relatively lo8 /riority- 1his does not ,ean that deliverin! the >i, of valuation is uni,/ortant at this level- :t is essential to .onsider the future and to F/lant so,e seedsG, but relatively less ti,e 8ill be s/ent on this /arti.ular >i,1he various F8ei!htsG !iven to ea.h >i, are refle.ted in the =or,al >ssess,ent Pro.edures, 8here &as 8e hinted above( ea.h >i, is a8arded a s/e.ifi. /er.enta!e of the total ,ar3s, =or for,al assess,ent /ur/oses at this 6ha3ti 4astri level, so,e of our >i,s are .lustered to!ether to for, !rou/s- >ll Huestions for both xa,inations and ProAe.t 5or3 &.ourse8or3( 8ill fall into one of these !rou/sa.h of our assess,ent !rou/s fall under one of three .ate!ories &>ttain,ent 1ar!ets(, 8hi.h dire.tly relate to our three /a/ers, as follo8s$ (aper 4 (aper B (aper C ?no5ledge Gnderstanding and 4pplication Values and 'igher Skill 4ttain$ent Target . 4ttain$ent Target 2 4ttain$ent Target C

Do note that FRes/onsibility for Learnin!G is not to be for,ally assessed at this sta!e- 1he ,ood and style of the tea.her, .ou/led 8ith ,ore /ro!ressive assess,ent /ro.edures &e-!- .ourse8or3(, should ensure that this >i, is fulfilled1he 4even >ssess,ent Irou/s are listed overleaf- >lso sho8n are the /riority !iven to ea.h >i, in ter,s of a /er.enta!e of ,ar3s-

2?

The Seven 4ssess$ent :roups

4T. (aper 4

?no5ledge "Me$ory and ;ecall%

Gnderstanding 4T2 (ersonal 4pplication (aper B &% =aith, ;onvi.tion and >uthority( (reaching 4pplication &% 1heolo!i.al >//li.ation( Mood and Mission 4TC (aper C Sastra Caksus "Mod 2% 4cade$ic 8ntegrity "Mod .%

Dote$ 1( 1he >i,s of N=aith, ;onvi.tion and >uthority2 are at this sta!e in.luded under FPersonal >//li.ationG and any Huestion 8ill fall under this >ssess,ent Irou/-

2( N1heolo!i.al >//li.ation2 is !iven only ele,entary treat,ent at this sta!e and Huestions 8ill be in.luded under FPrea.hin! >//li.ationG &the t8o !o to!ether Huite naturally, as 8e2ve already dis.ussed(

3( >i,s are of little use unless 8e translate the, into ObAe.tives- 1hese tell us .learly 8hat students are ex/e.ted to do &i-e- the behaviour that indi.ates 8e are fulfillin! our edu.ational >i,s(- 5e advise students to re!ularly revie8 this list &sho8n on the next /a!e(

2)

Bhakti Sastri 2#=ectives

=or ea.h of our >i,s 8e have identified .orres/ondin! ObAe.tives 8hi.h are s/e.ifi. to the 6ha3ti 4astri ;ourse &for subseHuent .ourses they 8ill be si,ilar but 8ill in.lude others at hi!her levels( 4tudents .an study these to 3no8 exa.tly 8hat they should be able to do that sho8s that 8e are ,eetin! our >i,s- :n other 8ords, 8hat is reHuired of the, in .o,/letin! the .orres/ondin! >ssess,ent Pa/ers8lease note that they are listed here not according to our C ;ssessment :roups$ but consistent with the original list of twel%e aims on page 5C. 0n this way you can more easily cross)refer. .. ?no5ledge "Me$ory and ;ecall% students should be able to2 Re.all and re/eat i,/ortant verses, fa.ts, .on.e/ts, analo!ies, /hiloso/hi.al /oints et.a..ordin! to$ i( their lo.ation 8ithin s.ri/ture ii( their relevan.e to s/e.ifi. subAe.ts or the,es

2. Gnderstanding students should be able to2 a- x/lain the .ontent of s.ri/ture in their o8n 8ordsb- Relate .ontents of s.ri/ture to their o8n ex/erien.e.- Relate and .o,/are bet8een the various boo3s, .ha/ters, et.-, 3ey .on.e/ts, /hiloso/hi.al /oints, slo3as, stories, analo!ies, et.d- x/lain the i,/li.ations of any .on.e/tM/rin.i/le, or its a//li.ation e- x/lain by usin! s.ri/ture the .auses of various /heno,enaf- 4ynthesise various nuan.es of understandin!, and dra8 8ell+balan.ed .on.lusions!- >nalyseMex/lainMresolve a//arent .ontradi.tions, h- Present ans8ers lo!i.ally and syste,ati.allyC. (ersonal application students should be able to2 a- 4ele.t ,aterial that is relevant to their /ersonal lives and the situations they ,eetb- x/lain ho8 the .ontent of s.ri/ture a//lies to their o8n lives.- "se s.ri/ture to identify their o8n level of s/iritual understandin!, and subseHuently to sele.t ,aterial that is relevant to the,d- :dentify roo, for /ersonal i,/rove,ent based on s.ri/turee- De,onstrate a 8illin!ness to .han!e hisMher o/inionMoutloo3Mbehaviour on the basis of s.ri/ture &and to avoid usin! s.ri/ture to reinfor.e existin! values and 8orldvie8s(f- 1a3e into .onsideration a nu,ber of relevant verses!- :dentify and ex/ress doubtsh- x/ress a//ro/riate Caishnava values1. (reaching 4pplication students should be able to2 a- 4ele.t s.ri/tural referen.es a//ro/riate to the to/i.b- x/ress sastri. understandin! in their o8n 8ords.- Present /oints suitable to the audien.eMsituation, ,a3in! the to/i. a..essible and /re+e,/tin! the audien.e2s doubtsd- Re,ain faithful to sastri. .on.lusionse- Present sound lo!i.al ar!u,entsf- De,onstrates the values 8orthy of a /rea.herM,inister &.o,/assion, ta.t, et.-(!- De,onstrate a.ade,i. inte!rity &see ObAe.tive 1'(-

/. !aith E Conviction
2@

students should be able to2 ab.def!hDe,onstrate faith in sastraDes.ribe ho8 the /ra.ti.es and /rin.i/les in.luded in s.ri/ture 8or3 for the, &and not si,/ly everyone else(Reasonably ex/lain 8hy they are .onvin.edDe,onstrate thou!htfulness and .onsideration in their a//roa.h to8ards s.ri/tureDe,onstrate understandin! and realisation of sastraHonestly ex/ress doubts, even of ele,entary fa.ts and .on.e/tsx/ress their faithM.onvi.tionMrealisation in their o8n 8ords-

7. 4uthority students should be able to2 a- De,onstrate a..e/tan.e of the authority of s.ri/tureb- x/lain 8ith reason and lo!i. the need to a..e/t Cedi. authority.x/lain 8hy they /ersonally a..e/t Cedi. authorityd- x/lain, 8ith referen.e to s.ri/ture, the need for a ,ood of o/en and honest inHuirye- Reasonably ex/ress their doubts about s.ri/tural state,ents, and ex/lain ho8 they deal 8ith the,f- >//ro/riately deal 8ith a//arently .ontradi.tory or a,bivalent state,ents, or those that a//ear to .ontradi.t .o,,onsense, ,odern s.ien.e, et.!- xa,ine and ex/lore the .ontent of s.ri/ture fro, a 8ide ran!e of /ers/e.tivesH. Theological 4pplication students should be able to2 a- 4ele.t referen.es a//ro/riate to a ran!e of ,oral, so.ial, to/i.al, /ersonal or theolo!i.al issuesb- De,onstrate ho8 the #rishna ;ons.ious theolo!y, often ex/ressed in ter,s of the Cedi. so.ial .ontext, is relevant today and in a different .ultural settin!.- :dentify the /rin.i/les and values behind Cedi. and Caishnava inAun.tions, and &other( .ontext+relevant instru.tions and a//ly the, a..ordin! to ti,e, /la.e and .ir.u,stan.e, and s/e.ifi.ally 8ithin the .onte,/orary .ontextd- Present #rishna ;ons.ious /rin.i/les, values and .on.lusions in a 8ay that is a..essible to the intended audien.e e- De,onstrate an understandin! of to/i., /arti.ularly throu!h an ability to ex/ress in their o8n 8ords f- Present sound lo!i.al ar!u,ents !- De,onstrate the values 8orthy of a /rea.herM,inister &.o,/assion, ta.t, inte!rity, et.-(6. Evaluation students should be able to2 ab.dDeter,ine the ,erits andMor de+,erits of any a.tion or res/onse to a /arti.ular situationDe,onstrate a8areness of the need to .onsider the .onseHuen.es of any a.tion:dentify a//ro/riateMrelevant s.ri/tural referen.es;onsider a//arently .onfli.tin! referen.es and to still dra8 a .on.lusion &/referably( .onsistent 8ith bothe- :dentify the /rin.i/les behind Cedi. and Caishnava inAun.tions and as.ertain any order of /riorityf- Dra8 on a 8ide ran!e of /rin.i/les in order to deter,ine an a//ro/riate res/onse to any !iven situation!- xa,ine a situation andMor res/onse to that situation fro, a 8ide ran!e of /ers/e.tivesh- De,onstrate values .onsistent 8ith devotional life and as endorsed by s.ri/ture-

3'

D. Mood and Mission students should be able to2 ab.def!x/lain ho8 a verseM/ur/ortMstate,ent relates to andMor refle.ts 4rila Prabhu/ada2s ,ood and ,issionx/lain ho8 4rila Prabhu/ada2s translations and /ur/orts !ive insi!ht into his ,ission and that of :4#;ODvaluate 4rila Prabhu/ada2s .ondu.t and his attitude to8ards /ra.ti.e &rules and re!ulations et.-( in the li!ht of traditional Iaudiya Caishnava theolo!y:dentify the ,ain /rin.i/les u/on 8hi.h 4rila Prabhu/ada2 ,ission is built and relate these to .orres/ondin! s.ri/tural referen.es>//ly s.ri/ture to .o,/are and .ontrast attitudes and behaviour 8orthy of ,e,bers of :4#;OD 8ith those 8hi.h are ina//ro/riate:dentify ho8 4rila Prabhu/ada2s /ersonal Hualities &as exhibited throu!h his ,ood and ,ission( relate to s.ri/tureDeter,ine the role that 4rila Prabhu/ada2s boo3s /lay in furtherin! his ,ission, and in the lives of his follo8ers-

.0. 4cade$ic 8ntegrity students should be able to2 a- Re.o!nise and identify use of s.ri/ture 8hi.h de,onstrates a la.3 of a.ade,i. inte!rity &a..ordin! to the .o,,on ,ista3es 8e have identified &/lease refer to /a!e @*(b- List and ex/lain the .o,,on 8ays of ,isusin! s.ri/ture.xer.ise a.ade,i. inte!rity in the useMa//li.ation of s.ri/tured- Differentiate bet8een the different .ate!ories of s.ri/tural .ontent... ;esponsi#ility ,or >earning students should be able to2 a- De,onstrate heart+felt a//re.iation of$ + + + + + Scriptural %erses9passages Scriptural study &especially with de%otees' The rele%ance of scripture to his9her personal life The contribution that the >ord$ the 8arampara$ Srila 8rabhupada and 0S=C37 ha%e made towards their li%es through scripture

b- nthusiasti.ally relate the .ontents of s.ri/ture to their /ersonal lives .- De,onstrate an ability to study by the,selves, and to initiate ta3in! !uidan.e fro,, or learnin! 8ith, others 8hen needed d- >//ly the s3ills ,odelled by the fa.ilitator, and de,onstrate initiative in develo/in! their o8n study ,ethods.2. Sastra Caksus@;ealisation students should be able to2 ab.defRe.all and a//ly verses a//ro/riate to situations in 8hi.h they find the,selves:dentify #; verses, stories, et.-, related to the thin!s of the 8orldDe,onstrate the .orre.t Caishnava attitudes and /ers/e.tives to8ards situationsDe,onstrate a//re.iation of ho8 #rishna is 8or3in! in and throu!h the 8orld>//re.iate the i,,inen.e of #rishna P ho8 he is /resent 8ith us in the 8orld:dentify #rishna ;ons.ious truths, /rin.i/les, values et.- in other /hiloso/hiesMtheolo!ies, and in other as/e.ts of hu,an .ulture &e-!- literature(!- :dentify the #rishna ;ons.ious truths, /rin.i/les, values, et.- they /er.eive in the natural 8orldh- x/lain their o8n realisation of sastra, relatin! it to their o8n ex/erien.e and de,onstratin! inte!rity of thou!ht, 8ord, feelin! and a.tion-

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2vervie5 o, 4ssess$ent (apers

Module .
(aper 4 10I

?no5ledge * Me$ory E ;ecall 20 Fuestions ;losed 6oo3 &2 hours( * x slo3as &2* 7ar3s( 1* x others &?* 7ar3s( 8ass Mark .23

(aper B 1/I
C Fuestions

Gnderstanding E 4pplication ProAe.t Pa/ers

1 x 3'' 8ords + Gnderstanding &1*R( 1 x 3'' 8ords + (ersonal 4pplication &1*R( 1 x 3'' 8ords * (reaching 4pplication &1*R(

(aper C ./I

'igher Skills and Values . Fuestion ProAe.t Pa/er 1 x 3'' 8ords + Mood and Mission &1*R(

32

Module 2
(aper 4 10I
?no5ledge * Me$ory E ;ecall 20 Fuestions ;losed 6oo3 &2 hours( * x slo3as &2* 7ar3s( 1* x others &?* 7ar3s( 8ass Mark .23

(aper B C/I

4pplication E Gnderstanding 2 Fuestions ProAe.t Pa/ers 1 x 3'' 8ords + (ersonal 4pplication &1*R( 1 x 3'' 8ords * (reaching 4pplication &2'R(

(aper C 2/I

'igher Skills and Values 2 Fuestions ProAe.t Pa/ers 1 x 3'' 8ords + Mood and Mission &1*R( 1 x 2*' 8ords + Sastra Caksus &1'R(

33

Module C

(aper 4 10I

?no5ledge * Me$ory E ;ecall 20 Fuestions ;losed 6oo3 &2 hours( * x slo3as &2* 7ar3s( 1* x others &?* 7ar3s( 8ass Mark .23

(aper B C0I

Gnderstanding E 4pplication 2 Fuestions ProAe.t Pa/ers 1 x 3'' 8ords + Gnderstanding or (reaching 4pplication &1*R( 1 x 3'' 8ords * (ersonal 4pplication &1*R(

(aper C C0I

'igher Skills and Values 1 Fuestions ProAe.t Pa/ers 1 x 3'' 8ords + Mood and Mission &1*R( 1 x 2*' 8ords + Sastra Caksus &1'R( 1 x 2*' 8ords + 4cade$ic 8ntegrity &*R(

34